颠覆儿童对绳子测量的误解:反驳证据的力量
Mee-Kyoung Kwon1, Eliza Congdon2, Raedy Ping3
1Department of Child Studies, Seoul Women's University, Seoul 01797, Republic of Korea.
Journal of Intelligence
|July 26, 2024
概括
当孩子们看到不确定的证据时,他们对线条单位的理解得到了改善,这涉及到与线条不一致的计数单位.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 数学教育的数学教育.
背景情况:
- 孩子们经常与基本的测量概念作斗争,特别是理解统治者作为空间间隔.
- 教学方法可能会显著影响孩子对这些基本测量理念的理解.
研究的目的:
- 调查基于证据的学习工具,特别是证据和结构对齐的否定,如何影响儿童对统治单位的理解.
- 将这些工具单独和组合的有效性与标准指令进行比较.
主要方法:
- 在120名二年级学生中进行了三项实验,使用了测试前/培训/测试后的设计.
- 参与者被随机分配给六个条件,包括证据不确定的证据,结构调整,综合方法和控制.
- 在预测中得分低于机会的88名学生接受了培训,分析侧重于改进.
主要成果:
- 结合不确定的证据的培训导致了对统治单位的理解的显著改进.
- 仅仅是结构调整或标准指令并没有带来显著的改善.
- 探索性分析表明,当结构性调整与证据相结合时,学习的保留速度更快,更好.
结论:
- 否定证据是一个有效的工具,教孩子们的概念,统治者单位作为空间间隔.
- 将不确定的证据与结构调整相结合,可能会提高学习收益和留学率.
- 对组合教学策略的进一步研究是有必要的,以解决测量概念中持续存在的困难.
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